Daylighting in buildings has been a topic of research in both architectural and neuroscientific fields of study. In the realm of higher education, research is beginning to blossom regarding the positive impact of daylighting in learning environments for any level of student. Likewise, views of nature add to this positive learning experience with deep, inherent neurological effects (also known as biophilia). The effects are generally higher brain activity and reduced overall stress-two characteristics that arguably determine academic performance. The intent of this study is to add to this rather unknown research niche and promote the incorporation of windows with views of nature into classrooms to give students an adequate learning environment. Architecture students at Utah Valley University are tasked with relatively difficult projects that require both hemispheres of the brain. These students were surveyed about their individual preferences in classroom design and how it impacted their learning experience. They were also questioned about what views were ideal in the classroom. Ultimately, this survey supports the previously stated evidence, highlighting that students viewed sunlight as one of the most important design features of a classroom, with a standpoint that sunlight has a "positive impact" on their overall learning experience. In addition, survey results show an overall consensus that natural elements in their view from the window are preferred and helpful in their learning experience. To confirm the survey results, Artificial Intelligence eye-tracking software was applied to photos of the classrooms that these students learn in. The software showed increased attention to natural elements through the view of the window-confirming the biophilic response that is innate in human nature.
University / Institution: Utah Valley University
Format: In Person
SESSION A (9:00-10:30AM)
Area of Research: Architecture
Faculty Mentor: Brandon Ro